Abstract
BackgroundThis qualitative–exploratory study examined the barriers to participation amongst children with disabilities in Lusaka, Zambia, from the mothers’ perspective.ObjectivesThe objectives of this study were to understand how mothers of children with physical and cognitive disabilities who engaged their children in community-based rehabilitation (CBR) services in Lusaka, Zambia, perceived and described (1) the level of support they received and the barriers they encountered in terms of their child’s meaningful social participation; (2) the use and awareness of these barriers to identify and pursue advocacy strategies; and (3) hopes for their child’s future.MethodsData were collected through semi-structured interviews with each mother in her home. Results: Findings revealed both support and barriers to the child’s social participation in relationship to their family, friends and community. Support also came from the CBR programme and mothers’ personal resourcefulness. Mothers identified their child’s school, their immediate environment and financial burdens as barriers to participation as well as their own personal insecurities and fears. Strategies to overcome barriers included internal and external actions. The mothers involved in the study hope their child’s abilities will improve with continued CBR services. Some mothers described a bleak future for their child due to a lack of acceptance and access to education.ConclusionThe findings of this study suggest the significant role the mother of a child with a disability plays in her child’s social participation. Recommendations include enhancing CBR programming for families, especially for mothers, and advocating on behalf of children with disabilities and their families to attract the attention of policy makers.
Highlights
The United Nations Children’s Fund (UNICEF 2013) estimates that between 5% and 10% of all children in Africa are children with disabilities; children with disabilities are vulnerable and influenced by the extent of their impairment as well as by the sex of the child
The Sixth National Development Plan of 2011 (SNDP) has recognised the need to enhance the inclusion of Learners with Special Education Needs (LSEN) in the mainstream school system (Sightsavers 2013)
It is vital that parents, service providers and policy makers concerned with children with disabilities understand the barriers to and supports for participation (King et al 2003; Law et al 2006)
Summary
The United Nations Children’s Fund (UNICEF 2013) estimates that between 5% and 10% of all children in Africa are children with disabilities; children with disabilities are vulnerable and influenced by the extent of their impairment as well as by the sex of the child. This study was conducted in Lusaka, the capital and the largest city of Zambia. It is one of the fastest developing cities in southern Africa (World Association of Business Administration and Management Professionals 2013); Lusaka is the centre of commerce and government in Zambia. The Sixth National Development Plan of 2011 (SNDP) has recognised the need to enhance the inclusion of Learners with Special Education Needs (LSEN) in the mainstream school system (Sightsavers 2013). This qualitative–exploratory study examined the barriers to participation amongst children with disabilities in Lusaka, Zambia, from the mothers’ perspective
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